Lesson Plan | Traditional Methodology | Verbs: Future with Going to and Will

Objectives

Duration: 5 - 10 minutes

The purpose of this stage is to ensure that students understand the main objectives of the lesson, establishing a clear foundation for what will be learned and how it will be applied. This helps to focus students' attention and align their expectations with the expected outcomes of the lesson.

Main Objectives

1. Understand the structure and use of 'going to' to express future plans and intentions.

2. Know how and when to use 'will' to express predictions and spontaneous decisions.

3. Clearly differentiate between 'going to' and 'will' and appropriately apply these verb tenses in sentences and contexts.

Introduction

Duration: 10 - 15 minutes

The purpose of this stage is to engage students from the beginning by showing the practical relevance of the content that will be taught. Providing context and curiosities helps to capture students' attention and create a more interesting and dynamic learning environment. This also establishes the foundation for understanding and applying the verb tenses that will be explored in the lesson.

Context

To start the lesson on the use of future verb tenses with 'going to' and 'will', begin by contextualizing the importance of talking about the future in English. Explain that, just like in Portuguese, the ability to talk about future plans, predictions, and instant decisions is crucial for effective communication. Tell the students that they will learn how to express their plans and intentions, make predictions, and make spontaneous decisions using 'going to' and 'will'.

Curiosities

Did you know that learning to use 'going to' and 'will' can open doors for better communication while traveling, during job interviews, and even on social media? For example, when planning a trip, you might say 'I am going to visit Paris next summer' or, when predicting something based on evidence, like 'Look at those clouds! It is going to rain soon.' Additionally, 'will' is often used in promises and quick decisions, such as 'I will call you later.'

Development

Duration: 40 - 50 minutes

The purpose of this stage is to provide students with a detailed and practical understanding of the uses of 'going to' and 'will'. By clearly explaining the differences and providing concrete examples, students will be able to appropriately apply these verb tenses in various contexts. The proposed questions allow students to practice and consolidate the knowledge acquired, ensuring effective learning.

Covered Topics

1. Use of 'Going to': Explain that 'going to' is used to talk about future plans and intentions. Detail that it is often used when the decision has already been made before the moment of speaking. Example: 'I am going to study medicine next year.' 2. Use of 'Will': Explain that 'will' is used to make predictions about the future, promises, and spontaneous decisions. Explain that 'will' is often used when the decision is made at the moment of speaking. Example: 'I will help you with your homework.' 3. Differences between 'Going to' and 'Will': Compare the use of 'going to' and 'will', highlighting that 'going to' is used for predetermined plans and evidence-based predictions, while 'will' is used for immediate decisions and predictions without clear evidence.

Classroom Questions

1. Complete the sentence with 'going to' or 'will': 'Look at those dark clouds! It ____ rain soon.' 2. Write a sentence using 'going to' to describe a plan you have for next weekend. 3. Make a prediction using 'will' about something you think will happen next year.

Questions Discussion

Duration: 20 - 25 minutes

The purpose of this stage is to ensure that students deeply understand the differences between 'going to' and 'will' through the review and discussion of the answers to the questions. This reinforces learning and allows students to apply knowledge practically in real situations. Interaction and reflection foster deeper understanding and help reinforce the content.

Discussion

• Explain that in the sentence 'Look at those dark clouds! It ____ rain soon.', the correct answer is 'is going to' because there is clear evidence (dark clouds) indicating that it will rain.

• For the sentence 'Write a sentence using 'going to' to describe a plan you have for next weekend.', students should use 'going to' to express a predetermined plan, such as 'I am going to visit my grandparents next weekend.'

• In the question 'Make a prediction using 'will' about something you think will happen next year.', the answer should reflect a prediction without concrete evidence, such as 'I think it will be a very successful year.'

Student Engagement

1. Ask students why it is important to differentiate between 'going to' and 'will' in the context of future communication. 2. Encourage them to share personal examples of future plans using 'going to' and explain why they used that specific verb tense. 3. Initiate a discussion on how different contexts may influence the choice between 'going to' and 'will'. For example, how they would make predictions about the weather or spontaneous decisions in a conversation.

Conclusion

Duration: 10 - 15 minutes

The purpose of this stage is to review and consolidate the main points addressed in the lesson, ensuring that students leave with a clear and practical understanding of the content. The final review helps to solidify knowledge and reinforce the importance of the topic for communication in English.

Summary

• The use of 'going to' to talk about plans and future intentions.
• The use of 'will' to make predictions, promises, and spontaneous decisions.
• Differences between 'going to' and 'will', highlighting their contexts of application.

During the lesson, the theory about the uses of 'going to' and 'will' was connected to practice through clear examples and practical exercises. Students were able to apply what they learned in sentences and real contexts, reinforcing their understanding of the concepts presented.

Understanding the proper use of 'going to' and 'will' is fundamental for effective communication in English. Knowing how to differentiate these verb tenses allows students to express their plans, predictions, and decisions clearly and accurately, which is useful in various everyday situations, such as travel, job interviews, and casual conversations.